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Education Sciences
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Active Teaching and Learning: Educational Trends and Practices
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Active Teaching and Learning: Educational Trends and Practices

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: 31 October 2024 | Viewed by 18161

Special Issue Editors

Prof. Dr. Carlos Pérez-González

E-Mail Website
Guest Editor
Department of Philology, Faculty of Humanities and Communication, University of Burgos, 09001 Burgos, Spain
Interests: Greek and Latin philology; Medieval and Early Modern cultural history; Medieval and Renaissance literature; visual culture; language and literature didactics
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Delfín Ortega-Sánchez

E-Mail Website
Guest Editor
Department of Specific Didactics, Faculty of Education, University of Burgos, 09001 Burgos, Spain
Interests: education and citizenship in the global era; education for sustainability; gender equality and women's empowerment (goal 5: sustainable development objectives); curricular inclusion of social problems in education; anthropology and teaching of the social and human sciences; language and literature didactics; mixed methods research
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

In line with current approaches to competency-based learning, the purpose of active learning should respond to students' abilities to apply cognitive skills related to the search for, synthesis and critical analysis of information, and problem solving (creative thinking). By posing problems related to students' previous experience and interests, this teaching–learning model aims to generate significant learning, the acquisition of which can be favored by the implementation of ICT resources [1].

The COVID-19 pandemic led to immediate decisions regarding the rapid implementation of online teaching, at all educational levels. The inevitable translation of the traditional classroom into new digital teaching and learning environments has tested the self-efficacy and digital competence of teachers [2], promoted the review of the technical–pedagogical functionalities of ICT in education [3], and has driven the design, development and evaluation of new teaching practices and experiences.

In this context, this Special Issue aims to answer educational research and innovation questions, such as the following:

→ What educational practices and teaching experiences have been developed in recent years in relation to active teaching and learning?

→ How do the social agents involved in education (educational centers, families, media, etc.) act to achieve quality education (Sustainable Development Goal 4)? What are the socioeconomic, gender-related and digital problems preventing the achievement of active learning?

→ In addition to its technical functionality, what is the pedagogical role of ICT in this area?

→ What is the level of self-efficacy in terms of digital competence of teachers in early childhood education, primary education, secondary education and higher education in their design of teaching programs for active learning?

→ Can we speak of a growing need for critical literacy in online education and in face-to-face education to promote true active learning?

Research articles based on the application of rigorous methodological designs, both quantitative and qualitative, whose results make a significant contribution to the research topic, will be welcome.

[1] García Jiménez, S.; Roig-Vila, R. Tecnología, innovación e investigación en los procesos de enseñanza-aprendizaje. Octaedro: Barcelona, Spain, 2016; pp. 535-545.

[2] Ortega-Sánchez, D.; Gómez-Trigueros, I.M.; Trestini, M.; Pérez-González, C. Self-Perception and Training Perceptions on Teacher Digital Competence (TDC) in Spanish and French University Students. Multimodal Technol. Interact. 2020, 4, 74. https://0-doi-org.brum.beds.ac.uk/10.3390/mti4040074

[3] Gómez-Trigueros, I.M.; Ruiz-Bañuls, M.; Ortega-Sánchez, D. Digital Literacy of Teachers in Training: Moving from ICTs (Information and Communication Technologies) to LKTs (Learning and Knowledge Technologies). Educ. Sci. 2019, 9, 274. https://0-doi-org.brum.beds.ac.uk/10.3390/educsci9040274

Prof. Dr. Carlos Pérez-González
Prof. Dr. Delfín Ortega-Sánchez
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • active teaching and learning
  • early childhood education
  • primary education
  • secondary education
  • higher education
  • teacher digital competence
  • solving problems
  • measurement
  • questionnaires
  • survey
  • interview
  • focus groups
  • emerging technologies
  • education and digital society
  • educational trends and practices
  • educational practices

Published Papers (10 papers)

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Research

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14 pages, 557 KiB  
Article
Motivation of Spanish University Students: A Regression Model
by Lionel Sánchez-Bolívar, Juan Francisco Rodríguez-Gamal, Sergio Escalante-González and María Isabel Tovar-Gálvez
Educ. Sci. 2024, 14(5), 463; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci14050463 - 26 Apr 2024
Viewed by 408
Abstract
Student motivation is an axial variable in the choice of degree, academic performance, and future incorporation into the labor market. In this study, with a descriptive and cross-sectional design, 292 students enrolled in different university degrees of the University of Granada, in the [...] Read more.
Student motivation is an axial variable in the choice of degree, academic performance, and future incorporation into the labor market. In this study, with a descriptive and cross-sectional design, 292 students enrolled in different university degrees of the University of Granada, in the campuses of Ceuta and Melilla; 66.80% (n = 195) women and 33.20% (n = 97) men, with a mean age of 22.03 years (SD = 5.80), were selected by stratified random sampling, in order to determine which type of motivation (extrinsic or intrinsic) was predominant and which population was more motivated. For data collection, a questionnaire was developed to assess students’ motivation according to socio-demographic factors and social competence. The results revealed that students pursuing Educational degrees showed higher adherence than those studying Nursing or Business Administration and Management. The regression model proved to be valid, predicting 81.8% of cases and explaining between 0.201 and 0.309 of the dependent variable, showing that the most intrinsically motivated students were students of Educational Sciences with high social activity. Full article
(This article belongs to the Special Issue Active Teaching and Learning: Educational Trends and Practices)
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20 pages, 3363 KiB  
Article
Bloom’s Taxonomy Student Persona Responses to Blended Learning Methods Employing the Metaverse and Flipped Classroom Tools
by Fotis Kilipiris, Spyros Avdimiotis, Evangelos Christou, Andreanna Tragouda and Ioannis Konstantinidis
Educ. Sci. 2024, 14(4), 418; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci14040418 - 16 Apr 2024
Viewed by 575
Abstract
The paper aims to identify and analyze the correlation between student personality types and the use of metaverse and flipped classroom blended learning methods (BLMs) and tools by formulating a series of research hypotheses. Using Bloom’s Taxonomy, the most influential and standard theory [...] Read more.
The paper aims to identify and analyze the correlation between student personality types and the use of metaverse and flipped classroom blended learning methods (BLMs) and tools by formulating a series of research hypotheses. Using Bloom’s Taxonomy, the most influential and standard theory of learning in the education cognitive field and toward this objective, the authors extracted the personality types of students and employed a mixed-methods research methodology JASP software (v.0.17.1) involving both qualitative and quantitative tools. The qualitative component involved direct observation of synchronous classroom teaching to students, while the quantitative aspect utilized structured questionnaires administered to 634 students of the International Hellenic University enrolled to attend the “Human Resource Management” course. The acquired qualitative data were processed using (a) network analysis JASP software (v.0.17.1) software in order to address the student personas through nodes, connections, and centralities and (b) structural equation software in order to identify the correlations between types of students and the variables of the metaverse and flipped classroom methods. The findings reveal that the four types of students identified have a direct and strong correlation with the use of flipped classroom and metaverse teaching methods. Full article
(This article belongs to the Special Issue Active Teaching and Learning: Educational Trends and Practices)
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16 pages, 1674 KiB  
Article
Learning Styles Impact Students’ Perceptions on Active Learning Methodologies: A Case Study on the Use of Live Coding and Short Programming Exercises
by Andrés R. Masegosa, Rafael Cabañas, Ana D. Maldonado and María Morales
Educ. Sci. 2024, 14(3), 250; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci14030250 - 28 Feb 2024
Viewed by 965
Abstract
This research paper explores the effectiveness of live coding as an active learning methodology in teaching programming, particularly in the context of diverse learning styles. Live coding, characterized by real-time coding demonstrations by instructors, has been increasingly adopted to enhance the learning experience [...] Read more.
This research paper explores the effectiveness of live coding as an active learning methodology in teaching programming, particularly in the context of diverse learning styles. Live coding, characterized by real-time coding demonstrations by instructors, has been increasingly adopted to enhance the learning experience in programming education. It offers immediate feedback, demonstrates problem-solving in action, and allows instructors to incorporate student suggestions, making it a dynamic and engaging teaching tool. However, its effectiveness varies among students with different learning preferences. This study investigates the impact of various learning style dimensions, as defined by the Felder–Silverman model, on the effectiveness of live coding in an introductory object-oriented programming course. The study was conducted at Aalborg University, Denmark, with students from the BSc Software program. It aims to provide empirical evidence on how different learning style dimensions influence student preferences and the effectiveness of live coding, offering insights to educators for tailoring active learning methodologies in programming courses to diverse learner needs. Full article
(This article belongs to the Special Issue Active Teaching and Learning: Educational Trends and Practices)
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16 pages, 413 KiB  
Article
Liberating and Oppressive Factors for Self-Directed Learning: A Systematic Literature Review
by Asta Vaičiūnienė and Aušra Kazlauskienė
Educ. Sci. 2023, 13(10), 1020; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci13101020 - 10 Oct 2023
Viewed by 1571
Abstract
Self-directed learning (SDL) is one of the key competencies that provides the conditions necessary for adjustments to changes in the social context, and it should be developed from the early years of schooling. The effect of SDL on learners’ motivation and attainments has [...] Read more.
Self-directed learning (SDL) is one of the key competencies that provides the conditions necessary for adjustments to changes in the social context, and it should be developed from the early years of schooling. The effect of SDL on learners’ motivation and attainments has been proven, and its value in enabling learners to change has been substantiated. When applying it in practice, difficulties are faced because SDL-based pedagogy sets challenges for both school students and teachers. It is important to carry out a systematic analysis investigating factors that provide the conditions for the self-directed learning of students. A systematic analysis (applying methods of systematic reviews and meta-analysis (PRISMA)) allows us to emphasize that the liberating factors of SDL include learning environments (support/scaffolding, teaching and learning strategies, physical environment and technological resources, autonomy, assessment and self-assessment, feedback, sustainable and positive climate), obtained knowledge, abilities (self-efficacy, cognitive competence, time management, meta-learning skills), and the learner’s proactivity (collaboration, meeting learners’ needs, possibilities, search for learning support, and raising questions). The oppressive factors of SDL when dealing with learning environments for both learners and teachers (learning load, teaching and learning strategies, teacher power, anxiety, negative emotions, assessment, absence of feedback, control, lack of learning support) as well as educational institutions (teacher support, learning facilities, culture of encouragement and support) are discussed. Full article
(This article belongs to the Special Issue Active Teaching and Learning: Educational Trends and Practices)
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16 pages, 452 KiB  
Article
Sustainable Teacher Training and SDGs Knowledge: A Study from the Reading Perspective
by Eduardo Encabo-Fernández, Marina Maestre-Espinosa, Isabel Jerez-Martínez and Lourdes Hernández-Delgado
Educ. Sci. 2023, 13(7), 663; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci13070663 - 28 Jun 2023
Cited by 1 | Viewed by 1650
Abstract
This study aims at analysing the relevance of the Sustainable Development Goals (SDGs) in initial teacher education and the prominence given to reading, as well as the relationship between the two issues. The research modality chosen is non-experimental, descriptive (survey) and mixed. On [...] Read more.
This study aims at analysing the relevance of the Sustainable Development Goals (SDGs) in initial teacher education and the prominence given to reading, as well as the relationship between the two issues. The research modality chosen is non-experimental, descriptive (survey) and mixed. On the one hand, a questionnaire designed for 118 students of the different teaching-related degrees offered at the Faculty of Education of Universidad de Murcia (Spain) was used to collect information. On the other hand, the interview script was prepared for five professors from the University who teach in these degrees or postgraduate studies, also related to teaching. The results highlight the poor treatment and general lack of knowledge about the SDGs and the little consideration given to them in the literature. There is a pressing need to change the approach and to advocate for a cross-cutting approach to both issues, also taking advantage of the relationship between literature and SDGs for the benefit of the education community. Full article
(This article belongs to the Special Issue Active Teaching and Learning: Educational Trends and Practices)
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16 pages, 312 KiB  
Article
Socialization of Knowing How to Feel through the Epew in Mapuche Culture: Guidelines for Early Childhood Education
by Enrique Riquelme Mella, Marcos Nahuelcheo, Elisa Padilla Soto, Fernando Calfunao, Jorge Toledo, Karina Bizama and Enriqueta Jara
Educ. Sci. 2023, 13(6), 622; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci13060622 - 18 Jun 2023
Cited by 1 | Viewed by 1058
Abstract
Oral stories have historically been used by Indigenous peoples as an educational tool. In contexts of social diversity, where Indigenous peoples are a minority, these stories are excluded from formal education or used in ways in which their original meaning is lost. Epews [...] Read more.
Oral stories have historically been used by Indigenous peoples as an educational tool. In contexts of social diversity, where Indigenous peoples are a minority, these stories are excluded from formal education or used in ways in which their original meaning is lost. Epews are oral stories that form part of the family education of the Mapuche people. This article aims to reflect on the emotional socialization mechanisms in formal education (kindergarten and school) and also from the perspective of Mapuche family education, taking the epew as a basis for the learning process of knowing how to feel. The methodology corresponds to the Delphi method, in which 40 people participated (experts in methodology, literature, intercultural education, Mapuche academics, and Mapuche families). The results allow us to highlight the importance of the epew in the learning process of knowing how to feel in early childhood education. These results are organized into categories such as (a) the conceptualization of the epew; (b) reporting; (c) the epew and its function: Mapuche values and anti-values; (d) articulation with territory; and (e) early childhood education proposals. The results conclude that the implementation of the epew in the classroom, through the incorporation and visibility of socialization mechanisms, values, and rules of the display of emotions of the Mapuche people, constitutes a starting point for intercultural education in early childhood. Full article
(This article belongs to the Special Issue Active Teaching and Learning: Educational Trends and Practices)
13 pages, 261 KiB  
Article
‘Nice to Meet You Again’: When Heutagogy Met Blended Learning in Teacher Education, Post-Pandemic Era
by Nurit Chamo, Liat Biberman-Shalev and Orit Broza
Educ. Sci. 2023, 13(6), 536; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci13060536 - 24 May 2023
Viewed by 1446
Abstract
Heutagogy and blended learning (BL) are core concepts in the educational discourse post-COVID-19. Conducting a mixed-methods study, we investigate meeting points between heutagogy principles and BL in the context of curricular change in the academic timetable of teacher education college, where pre-COVID most [...] Read more.
Heutagogy and blended learning (BL) are core concepts in the educational discourse post-COVID-19. Conducting a mixed-methods study, we investigate meeting points between heutagogy principles and BL in the context of curricular change in the academic timetable of teacher education college, where pre-COVID most courses have been taught face-to-face (F2F). At present, teacher educators and students meet F2F for three weeks, followed by a week of remote learning, combining synchronous and asynchronous pedagogies. Data have been collected by a closed-ended questionnaire and two focus groups, involving altogether 76 lecturers and 553 students. Findings indicate that heutagogy has been applied in all facets of BL, rather than only with online or digital technological components. This study explores a bottom-up growth of heutagogy expressions in BL at three meeting points. When the core facets of heutagogy principles have been identified, there has been a predominance of the students’ agency and life-long learners, together with facets such as a non-linear learning and capability development that have been underrepresented. This study contributes to the research field of heutagogy in teacher education as it identifies the meaning and the way a structural change in the curriculum can constitute an accelerator and catalyst when implementing heutagogy in practice. Full article
(This article belongs to the Special Issue Active Teaching and Learning: Educational Trends and Practices)
18 pages, 1088 KiB  
Article
A Systems Approach to Improving Foundational Reading Skills at a Preschool in India
by Siamack Zahedi, Anuj Iyer, Rhea Jaffer, Sunaina Shenoy and Radhika Shourie
Educ. Sci. 2022, 12(12), 878; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci12120878 - 30 Nov 2022
Cited by 1 | Viewed by 2859
Abstract
Holistic Education School located in Mumbai, India, created a strategic improvement plan to address the poor foundational reading skills of its kindergarten students. Curriculum Based Measure (CBM) assessment data showed a rise in reading performance during the implementation of the plan, from 87% [...] Read more.
Holistic Education School located in Mumbai, India, created a strategic improvement plan to address the poor foundational reading skills of its kindergarten students. Curriculum Based Measure (CBM) assessment data showed a rise in reading performance during the implementation of the plan, from 87% of the students scoring below grade level in 2016 to 89% achieving grade level benchmarks in 2021. An instrumental case study qualitative research design was employed to describe the nature of changes made in relation to the increase in performance. Data were collected from a variety of sources and coded through inductive and deductive processes that achieved intercoder agreement of 97.87% and 0.73 Kappa coefficient for reliability. Triangulation, member checking, and clarifying researcher bias, were employed to maximize validity. The findings describe the nature of transformation undertaken by the strategic improvement plan on key systems-level elements like curriculum, professional development, student engagement, parent engagement, and school leadership. Full article
(This article belongs to the Special Issue Active Teaching and Learning: Educational Trends and Practices)
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17 pages, 1110 KiB  
Article
How Do Prospective Teachers Address Pupils’ Ideas during School Practices?
by Magdalena Valverde Pérez, Patricia Esteve-Guirao and Isabel Banos-González
Educ. Sci. 2022, 12(11), 783; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci12110783 - 3 Nov 2022
Viewed by 1194
Abstract
This paper assesses the coherence between the conceptions of prospective teachers about pupils’ ideas and how these are used in their educational proposals for primary school classrooms. For this purpose, three dimensions were analysed: The nature, utilisation, and change of ideas. In addition, [...] Read more.
This paper assesses the coherence between the conceptions of prospective teachers about pupils’ ideas and how these are used in their educational proposals for primary school classrooms. For this purpose, three dimensions were analysed: The nature, utilisation, and change of ideas. In addition, two instruments were used: A questionnaire, to find out what prospective teachers think about pupils’ ideas, and the educational proposals they designed during their school practices. For the latter, qualitative content analysis was used to establish four levels according to the didactic approach on which they base the consideration of pupils’ ideas: Transmissive or the construction of ideas. The results show that, in all three dimensions, the conception of pupils’ ideas consistent with the construction of ideas orientation dominates. Nevertheless, their educational proposals do not show this orientation since the majority designed traditional educational proposals (Levels 1 and 2). Thus, there is no correlation between their conceptions about pupils’ ideas and how these are considered in their proposals. Besides, this analysis shows that an inadequate interpretation of the nature of pupils’ ideas could strongly condition how these ideas are considered in the teaching and learning process. The educational implications of these results in initial teacher training are discussed. Full article
(This article belongs to the Special Issue Active Teaching and Learning: Educational Trends and Practices)
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Review

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20 pages, 1485 KiB  
Review
Media Education through Digital Games: A Review on Design and Factors Influencing Learning Performance
by Shahrul Affendi Ishak, Umi Azmah Hasran and Rosseni Din
Educ. Sci. 2023, 13(2), 102; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci13020102 - 17 Jan 2023
Cited by 8 | Viewed by 4855
Abstract
In the past two decades, a considerable amount of research has focused on digital games as part of media education. Digital game-based learning (DGBL) is identified as a potential pedagogical approach to enhance learning in the digital era. In light of the increased [...] Read more.
In the past two decades, a considerable amount of research has focused on digital games as part of media education. Digital game-based learning (DGBL) is identified as a potential pedagogical approach to enhance learning in the digital era. In light of the increased number of academic articles on educational games, this study considers the development and the factors that influence learning performance among children by providing a thematic review of the literature available on DGBL. Findings show that despite following developmental standard procedures, a distinct perspective between the game designer and the educator is essential. Three major approaches have been identified, namely the learner-centered, the game-centered and the model approaches. Learning processes that use digital games show empirically positive results as well as the great influence in terms of intrinsic motivation, game features and overall learning experience. Full article
(This article belongs to the Special Issue Active Teaching and Learning: Educational Trends and Practices)
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